Initiatives to Support Student Success
I am an active teacher, scholar, and community member who is committed to teaching and research that directly informs classroom practice. Knowledge mobilization is at the core of my research, teaching and service activities. Research conducted in collaboration with my research team informs student success practices in four main ways:
1. Informing teaching by directly shaping my own course content and design at the undergraduate and graduate levels. I share research findings with students and instructors across campus. Findings directly inform data-driven changes to my teaching practices.
2. Contributing to shaping policy and practice at the University of Victoria particularly around undergraduate success. We translate research findings for university reports and make presentations to various academic and student service units across campus.
3. Presenting and facilitating workshops for the broader community in public schools, school districts and parent advisory committee meetings. Our goal is to share contemporary research about the role of self-regulated learning for school and life success.
4. Digital knowledge mobilization through social media tools (facebook, blog posts, Teams sites and Brightspaces sites like the strategy library).
Digital Learning Modules for students at the University of Victoria
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Hadwin, A. F. (2020). Preparing for and writing exams like a Pro. Victoria, British Columbia Canada: University of Victoria. [Link]
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Hadwin, A. F., & Davies, S. (2020). Socio-emotional factors in student success: Regulating emotions, mental health and well-being. Victoria, British Columbia Canada: University of Victoria. [Link]
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Hadwin, A. F. (2020). Active learning of concepts and theories: Applications in reading and notetaking. Victoria, British Columbia Canada: University of Victoria. [Link]
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Rostampour, R., & Hadwin, A. F. (2020). Regulating time and procrastination. Victoria, British Columbia Canada: University of Victoria. [Link]
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Hadwin, A. F. (2020). Goal setting and planning in self-regulated learning. Victoria, British Columbia Canada: University of Victoria. [Link]
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Hadwin, A. F. (2020). Understanding academic task and expectations. Victoria, British Columbia Canada: University of Victoria. [Link]
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Hadwin, A. F. (2020). Memory and learning: The building blocks of cognitive strategies. Victoria, British Columbia Canada: University of Victoria. [Link]
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Hadwin, A. F. (2020). Introduction to Self-regulated learning and student success. Victoria, British Columbia Canada: University of Victoria. [Link]
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Hadwin, A. F., Bahena Olivares, M. and TIE-SRL Research Team (2020). Learning Strategy Library for Students. Victoria, British Columbia Canada: University of Victoria. [Link]or [Link2]
Metacognitive tools for learners, instructors and researchers
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Hadwin, A.F., & Rostampour, R (2021). Self-regulated learning profile and self-diagnostic tool for middle school students. Victoria, BC, Canada: University of Victoria
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Hadwin, A.F., & Rostampour, R (2021). Self-regulated learning profile and self-diagnostic tool. Victoria, BC, Canada: University of Victoria
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Hadwin, A.F., & Rostampour, R. (2020). Cognitive strategies and processes self-assessment. Victoria, BC, Canada: University of Victoria.
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Hadwin, A.F., & Rostampour, R. (2020). Weekly study diary tool. Victoria, BC, Canada: University of Victoria.
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Hadwin, A.F., & Rostampour, R. (2019). Daily study diary tool. Victoria, BC, Canada: University of Victoria
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Hadwin, A.F., Miller, M., Webster, E.A., McCardle, L., Davis, S., & Greco, S. (2019). My Planner: Personal Planning and Reflection tool for SRL Studying (Version 2.0). University of Victoria, Victoria, BC, Canada
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Hadwin, A.F., Miller, M. (2013). RCQ: Regulating collaboration questionnaire (Version 1.0). Victoria, BC, Canada: University of Victoria.